The importance of the quality of the end of Piklerian dressing care in fostering emotional bonding: a systematic observation

The aim of the article is to raise the issue of the importance of family support in children with behavioral and emotional disorders. It notes that it is the environment that has a huge impact on the formation and becoming of the child. This is because it is in the family that the foundations of the human personality are built. In a favorable environment, they should create beauty in life, balance of spirit, a sense of security. But the family environment would have an educational effect only if the child is actively involved in it. It is the first "experimental field" for human life. The inclusion of the child in the family environment and his upbringing in moral virtues is one of the practical ways for his socialization. Unfortunately, many families fail to provide emotional support to adolescents, fail to create this psychological comfort and security. Disruption of this emotional connection with parents, lack of emotional support can easily lead to serious damage to the psyche of a child and this can easily lead to irreversible consequences in behavior and emotional development and its formation. Problematic children are usually the result of family conflicts, lack of parental love, upbringing in cruelty, rudeness and inconsistency in parental actions. Children almost always absorb not only the positive but also the negative patterns of behavior coming from the parents. It is unrealistic and ineffective for parents to demand exemplary behavior from their children if they themselves are not carriers of it. The future of the child also depends on the example and the educational impact of the parents. Very often in the hectic daily life of us adults we do not have time to pay enough attention to the emotional and behavioral development of our children. We often forget that the behavioral and emotional disorders of some children are a cry for help, which unfortunately is often misunderstood by others. If left unnoticed by adults, these negatives can take root in the form of various feelings in the minds of adolescents and have a negative impact on their mental and emotional development and well-being, and lead to serious behavioral and emotional dysfunctions.

This article aims to explore the impact of teacher support on junior high school students' non-cognitive abilities-Psychological and Emotional Development. By collecting and analyzing relevant data, the study examines the effects of three types of teacher support-emotional support, academic support, and behavioral support-on the development of students' non-cognitive abilities -Psychological and Emotional Development. Non-cognitive abilities -Psychological and Emotional Development encompass multiple dimensions such as conscientiousness, openness, extraversion, agreeableness, and neuroticism, which have significant impacts on students' personal growth and future development. The research results indicate that emotional support, academic support, and behavioral support provided by teachers all have significant positive effects on junior high school students' non-cognitive abilities -Psychological and Emotional Development. Emotional support helps enhance students' emotional security and self-confidence, thereby promoting the development of their non-cognitive abilities -Psychological and Emotional Development; academic support, by providing learning resources and guidance, assists students in improving their learning abilities and problem-solving skills, thereby positively influencing their non-cognitive abilities -Psychological and Emotional Development; and behavioral support, by regulating student behavior and encouraging their active participation in activities, shapes students' good behavior habits and social skills. Furthermore, the variables individual, family, and school levels were controlled to ensure the reliability and accuracy of the results. The findings show that, even after controlling all these variables, the impact of teacher support on non-cognitive abilities -Psychological and Emotional Development remains significant. In summary, this study reveals the important role of teacher support in the development of junior high school students' non-cognitive abilities -Psychological and Emotional Development, providing valuable insights and suggestions for educators. Teachers should focus on providing comprehensive support, including emotional, academic, and behavioral support, to promote students' overall development

This study examines the level of empathy among elementary school teachers in the Arab sector in Israel and its impact on students’ emotional and cognitive development. It also explores whether statistically significant differences exist in teachers’ empathy levels and students’ emotional and cognitive development based on demographic variables (gender and grade). A descriptive correlational research design was employed, using a questionnaire to assess teacher empathy and its influence on students. The sample included 372 male and female students randomly selected from various elementary schools in the Arab sector in Israel. Data were analyzed using SPSS through descriptive statistics, t-tests, and analysis of variance (ANOVA). The findings indicate that teachers generally demonstrate a high level of empathy, with students expressing appreciation for teachers’ support and respectful interactions regardless of academic performance. A positive relationship was found between teacher-provided emotional and cognitive support and students’ ability to engage, express emotions, and achieve academic success. The study recommends strengthening the emotional dimensions of teacher-student relationships, particularly in supporting students experiencing sadness or anxiety, to foster a positive and supportive learning environment conducive to both emotional and cognitive growth. Furthermore, the study proposes several practical recommendations, including the development of training modules for teachers to enhance empathy, and policy-level interventions by school leadership to promote emotional well-being and inclusive educational practices. Interpretive analysis of interviews with teachers and students further reinforced these findings. Teachers viewed empathy not only as a means of emotional support but also as a foundation for building trust and ensuring a safe learning environment. Students reported increased comfort and engagement in classrooms where emotional and academic support were present. Many highlighted that teacher empathy helped reduce anxiety, boost self-confidence, and enhance their sense of security, thereby positively influencing academic performance.

This study examines the psychological impact of cybercrime victimization through the theoretical concepts of the democratization of victimization, coping, and cyborg theory. Using survey data from 2,415 Dutch cybercrime victims it explores how personal and circumstantial factors influence victims’ emotional well-being and sense of security. The findings indicate that older victims experience a greater impact on their sense of security, while emotional well-being is more adversely affected in victims who live alone, women, religious victims, and those with lower socioeconomic status. Additionally, specific crime-related factors, namely device hacking and crime duration, are associated with higher impact on both emotional well-being and sense of security. Beyond its academic and theoretical contributions, this study provides valuable insights for developing targeted prevention and support measures for cybercrime victims.

Restoration, well-being, and everyday physical activity in indoor, built outdoor and natural outdoor settings

The rapid expansion of digital technology has significantly transformed the daily lives of adolescents, reshaping their communication patterns, learning habits, and social interactions. In India, students in secondary and higher secondary education increasingly rely on smartphones, social media platforms, online gaming, and digital learning tools. While digital media offers substantial educational and creative benefits, concerns are growing about its influence on emotional development and social competence. This study examines the impact of digital media usage on the emotional development and social skills of students studying in Classes 8 to 12. A descriptive research design was employed using primary data collected through structured questionnaires administered to 203 students and 209 parents. The data were analysed using frequency distribution, percentage analysis, and comparative interpretation. The findings reveal that excessive screen time is associated with emotional disturbances such as anxiety, irritability, mood swings, and reduced emotional regulation. In addition, a noticeable decline in face-to-face communication, peer interaction, and participation in outdoor activities was observed. While students acknowledged the positive role of digital media in enhancing creativity and learning, parents reported increased distraction and reduced academic focus. The study concludes that unregulated digital media use poses significant risks to adolescents’ emotional well-being and social development. It emphasizes the need for balanced digital engagement supported by parental guidance, school-based interventions, and policy-level initiatives to promote digital well-being among students.

BackgroundLow maternal self-efficacy and high levels of anxiety, depression, and stress can be triggered in adolescent mothers due to an incomplete development process that makes them physically or psychologically unprepared for the responsibilities of motherhood and parenting. These factors may be linked to difficulties with their children’s social-emotional development. The present study aims to: (a) analyze the relationship between maternal self-efficacy and stress, depression, and anxiety levels in low-income adolescent mothers; (b) examine the relationship between maternal self-efficacy and well-being with children’s social-emotional development; and (c) describe the effects of maternal self-efficacy on children’s social-emotional development, mediated by maternal well-being.MethodsA sample of 79 dyads comprising low-income Chilean adolescent mothers aged from 15 to 21 years old (M = 19.1, SD = 1.66) and their children aged 10 to 24 months (M = 15.5, SD = 4.2) participated in this research. A set of psychometric scales was used to measure maternal self-efficacy (Parental Evaluation Scale, EEP), the mothers’ anxiety and depression (Hospital Anxiety and Depression Scale, HADS), maternal stress (Parental Stress Scale, PSS), and the children’s social-emotional development (Ages and Stages Questionnaire Socio-emotional, ASQ-SE). Bivariate analyses and mediation models were employed to estimate and test the relevant relationships.ResultsA bivariate analysis showed that maternal self-efficacy was negatively related to the mother’s anxiety, depression, and stress. Moreover, there was a significant relationship between maternal self-efficacy and maternal stress, and children’s self-regulation and social-emotional development. Maternal self-efficacy, mediated by maternal anxiety, depression, and stress scores, had a significant effect on the development of children’s self-regulation.ConclusionsThe results confirm the importance of adolescent mothers’ emotional well-being and maternal self- efficacy with respect to their children’s social-emotional development. This makes it necessary to have detailed information about how emotional and self-perception status influences a mother’s role in the development of her children.

In this study, we examined relations between kindergartner's emotional security, task involvement and achievement and teacher's supportive presence in a cognitive training setting, in which the familiarity of the teacher was varied. Participants were 48 kindergarten children (mean age=51.65 months); 16 children were trained by their regular teacher (experimental group 1), 16 by a less familiar teacher (experimental group 2) and 16 received no training (control group). In three training sessions, children worked in pairs on a new categorization and recall task. Trained observers rated children's emotional insecurity and task involvement and teacher's supportive presence. Furthermore, spontaneous recall during the training was assessed. In addition, categorization and spontaneous recall was measured in various test sessions. Children's emotional insecurity during training negatively affected involvement. Involvement on its turn positively influenced spontaneous recall during training. In addition, emotional insecurity had a direct negative effect on spontaneous recall in a test situation. No effect of familiarity or supportive presence of the teacher on emotional security was found. Training conditions did not affect test performances. Findings suggest that children's involvement is important for learning and that experiences of emotional insecurity may negatively affect task involvement, test performance and eventually school achievement. Teachers in general seem capable of providing children with some sense of security. Copyright © 2004 John Wiley & Sons, Ltd.

Conflicts are inevitable in interpersonal relationships. In fact, they are usual in early childhood education centers and, thus, many educators consider them readily available educational tools, particularly valuable for children’s social development if they are constructively managed. In this research, we investigate the educational management of conflicts between young children at Emmi Pikler Nursery School in Budapest. In this early childhood education center, conflict is considered vital for children’s socialization, so the educational management of these episodes aims to support children’s resolution strategies and ultimately promote healthy socialization. The study objectives were: (1) to explore the details of the educator’s behavior in the different moments the conflict goes through; (2) to unravel the temporal distribution of the educational intervention; (3) to discover which behaviors from the conflicted children ―victim and instigator― trigger the intervention; and (4) to deepen in the effect of the intervention in children’s immediate behavior. We applied a systematic observation and used three complementary data analysis techniques to meet the objectives: Lag sequential analysis, T-Pattern detection and Polar coordinate analysis. Results indicate that the educator’s relational behavior is adaptive to the phases of the conflict and that there is a structured temporal distribution within them. Regarding children, particular behaviors from victim and instigator trigger the educator’s intervention and this intervention progressively leads to more adapted behaviors in conflicted children. In conclusion, the studied educational management of conflicts between children proves to be optimal in promoting children’s good behavior and in accompanying their socialization process.

The M.A.K.I. model is an innovative approach to care and support for people with dementia that is based on four central principles: Milieu, Relatives, Continuity and Individuality. This model offers a holistic methodology that focuses on both the physical environment and the social and individual needs of those affected. The wellbeing and independence of people with dementia is promoted through the targeted creation of a safe and structured environment. The involvement and support of relatives enables better coordinated care and strengthens the social environment of those affected. Continuity in care, through stable care teams and consistent care practices, creates trust and emotional security. Finally, individuality respects the unique needs, biographies and preferences of patients and preserves their dignity and identity. The M.A.K.I. model is based on evidence-based research and provides a valuable foundation for the development of an empathic and sustainable standard of care in dementia care. i. M (environment): The environment ii. A (relatives): Relatives - Involving and supporting relatives and caregivers in the care process. iii. K (continuity): Continuity - ensuring continuous and consistent care. iv. I (Individuality): Individuality - consideration of the patient’s individual needs and preferences The design of the environment plays a central role in dementia care. An environment that is tailored to the specific needs and challenges of people with dementia can significantly improve their orientation, well-being and independence. Studies show that people with dementia react sensitively to external stimuli and need a calm, structured environment to minimize confusion and agitation. The spatial design should be designed in such a way that it provides both safety and sensory stimulation and promotes social interaction. This includes clear wayfinding, individually designed living spaces and a safe room layout that reduces the risk of falls and accidents. i. M (environment): The environment The design of the environment plays a central role in dementia care. An environment tailored to the specific needs and challenges of people with dementia can significantly improve their orientation, well-being and independence [1]. Studies show that people with dementia are sensitive to external stimuli and need a calm, structured environment to minimize confusion and agitation [2]. The spatial design should be designed to provide both safety and sensory stimulation and promote social interaction. This includes clear wayfinding, individually designed living spaces and a safe room layout that reduces the risk of falls and accidents (van Hoof et al. 2016). The environment is designed as a therapeutic milieu that promotes well-being, orientation and sensory stimulation. Calming colors, clear pathways and safe zones reduce confusion and promote social interaction, which contributes to an increased sense of safety. ii. A (relatives): Involvement and support of relatives Relatives and caregivers play an indispensable role in supporting and caring for people with dementia. Close cooperation with family members not only creates a trusting relationship, but also enables better coordinated, personalized care [3]. Relatives provide valuable information about the patient’s life history and specific needs, which is essential for targeted care [4]. Transparent and respectful involvement of relatives also strengthens their resilience and self-efficacy. Support services such as counseling, training and regular exchanges promote the well-being of relatives and reduce their burden (Zarit & Reamy, 2013). Relatives are seen as integral “co-caregivers” whose biographical knowledge and emotional support are essential. Their involvement enables better coordinated and personalized care. They also receive targeted support to reduce the burden and be actively involved in the care process. iii. K (continuity): Ensuring continuous and consistent care Continuity is a key principle in the care of people with dementia, ensuring stability and security. In an environment where routines and care processes are constantly changing, people with dementia can become confused, anxious and withdrawn [5]. Consistent care approaches and a stable care team, on the other hand, create a basis of trust that offers emotional security. This principle includes the seamless transfer of information and documentation of important care processes to ensure coherent care [6]. A stable care relationship also promotes positive interaction and strengthens the emotional well-being of those affected (Phelan et al. 2012). Stable, firmly assigned care teams and consistent routines create trust and promote emotional well-being. Continuous care in fixed teams creates a personal bond that gives dementia sufferers a sense of stability and security. iv. I (individuality): Consideration of individual needs and preferences Individuality in care is an essential aspect of meeting the specific needs and preferences of those affected. People with dementia often experience a loss of self-determination and control; respecting their unique preferences and habits helps to maintain a sense of normality and dignity [7]. Scientific research shows that individualized care approaches can reduce the risk of agitation and cognitive disorientation [8]. By taking into account personal biographies, interests and dislikes, an environment can be created in which the patient feels understood and valued [9]. The design of personalized care also includes the flexibility to respond to daily moods and specific physical or emotional needs in order to provide holistic care (Chenoweth & Jeon, 2007). The MAKI model follows a biography-oriented approach that takes into account the individual needs, preferences and life history of patients. This approach preserves the dignity and identity of those affected by specifically tailoring care actions to their unique personalities. This integrated literature provides a sound scientific basis that underscores the importance and effectiveness of the M.A.K.I. model in dementia care. Each point of the M.A.K.I. model is grounded in science and thus provides a valuable complement to traditional care for people with dementia by addressing their individual physical, social and emotional needs. The MAKI model is based on evidence-based research and provides a sustainable foundation for the care of people with dementia by combining personalized, environment-oriented and continuous care approaches.

The article is devoted to the consideration of the problem of the relationship between the emotional well-being of younger schoolchildren and the emotional intelligence of an elementary school teacher. The role of the first teacher in the life of a junior high school student, his influence on the comprehensive development of the child and, in particular, on thedevelopment and formation of the emotional sphere, are revealed. An overview of scientific approaches to revealing the essence and structure of the concept of "psychological well-being" is presented. Among them: axiological, functional, psychophysiological, emotional, systemic,environmental. A separate component of psychological well-being is "emotional well-being". In scientific sources, the emotional well-being of younger schoolchildren is interpreted as a stable positive emotional state, which manifests itself in a sense of security and emotional comfort, a positive sense of well-being during interaction with society, and is the basis for the formation of high cognitive activity, peacefulness and the development of all spheres of a growing personality. The main signs of an emotionally healthy personality of a junior high school student are highlighted. It was established that the feeling of emotional well-being of children of primary school age directly depends on the level of development of the emotional intelligence of the primary school teacher. The peculiarities of the emotional sphere of younger schoolchildren in interaction with the teacher are given: excessive emotionality, emotional dependence on theemotional state and emotional reactions of the teacher, the need for positive emotions of the teacher, imperfection in perceiving and understanding the emotions of one's own and others, a pronounced ability to imitate the teacher's emotions. It has been proven that the inadequacy ofthe teacher's emotional reactions is accompanied by a violation of ethical and pedagogical behavior. The main cause of violation of tact and pedagogical ethics is recognized as a low level of emotional intelligence development, which manifests itself in the inability to cope withone's own emotional state, destructive communication with students, inability to self-control and self-regulation. The results of such behavior are emotional intemperance, shouting, insulting and humiliating comments, intimidation, humiliation, sarcasm of the teacher. The teacher bears full responsibility for the manifestation of his own emotions and the consequences of his behavior and its impact on students. An important condition for solving the problem of developing the emotional intelligence of future primary school teachers is emotional education.It includes theoretical and practical aspects. The content of D. Siegel's concept "window of tolerance" and the importance of emotional intelligence in the normalization of emotional states are revealed. Effective tools for the development of emotional intelligence are presented, whichare used in the educational process of the institution of higher pedagogical education.

It is well established that children’s school readiness is associated with their later academic achievement, but less is known about whether school readiness is also associated with other measures of school success, such as students’ social and emotional wellbeing. While some previous research has shown a link between early social and emotional development and student wellbeing, results are mixed and the strength of these relationships vary depending on whether data is based on child, teachers or parents ratings and which specific student wellbeing outcomes are measured. The present study explored the association between teacher-rated school readiness (Mage = 5.6 years) across five developmental domains (physical, social, emotional, language and cognitive, and communication and general knowledge) and four aspects of student wellbeing (life satisfaction, optimism, sadness and worries) in Grade 6 (Mage = 11.9 years) in a sample of 3906 Australian children. After adjustment for background child and family-level factors, children’s early physical, social and emotional development were associated with all four wellbeing outcomes in Grade 6, but early language and cognitive skills and communication and general knowledge skills were only associated with internalising behaviours (sadness and worries). Mechanisms through which these different aspects of development might influence later wellbeing are discussed, as well as ways that schools and governments can support students’ social and emotional wellbeing.

This paper presents a long-term project to promote social wellbeing of pupils for use in the educational environment of schools. Social wellbeing emphasizes well-being in social relationships, specifically in the classroom environment and the overall school climate. It focuses on improving the atmosphere, rule-following, mutual respect, tolerance, as a basic source of social and individual well-being. The paper responds to the steady rise in mental health problems of children and adolescents (data from the National Institute of Health, CSU), the increase in self-harm and suicide in this age group, based on a long-term analysis of the school environment in which the author is involved, the results of research at home and abroad.
 Guiding pupils to achieve life's optimum through the promotion of a healthy social environment has a positive impact on school performance, according to current domestic research. A healthy social environment increases tolerance for differences, reduces anxiety in children and adolescents, and enables them to maximise their own potential.
 Thus, caring for the social wellbeing of pupils in schools must be one of the key areas in the comprehensive promotion of mental health, especially in the long term.
 The theoretical starting points of the paper are different conceptions of "wellbeing", in which a different quality of this state is highlighted (cf. Jandová, 2021), the starting points are also the thought concepts of Z. Matějček, a leading child psychologist focusing on the needs of children (positive social bonds in the family and school environment, engagement in a variety of activities supporting physical, intellectual and emotional development, a sense of safety and security, a healthy sense of self, social fulfilment and a sense of an open future).
 This background was used to design a project to promote the social wellbeing of pupils, the project was prepared in collaboration with Czech Television (CT Edu). Taking into account the possibilities of the school environment, it is ready for implementation in the classroom. All the aspects mentioned above are addressed in the different parts of the presented project, as well as the possibilities of the classroom teachers and their sense of security in working with personal development techniques.

This research examines the application of communication patterns in Javanese cultural families and their impact on children's emotional development. Qualitative descriptive methods were used with in-depth analysis of field data. Data was obtained from interviews and observations of 18 families with socio-economic variations. The results show that family communication patterns play a central role in shaping children's emotional development. Authoritarian, permissive, and authoritative/democratic communication patterns were identified as the main patterns. Implementing democratic communication patterns has a positive impact on children's emotional development. Family understanding regarding the relationship between family communication and children's emotional development needs to be improved. The combination of Javanese and modern cultural values and religious life plays an important role in supporting children's emotional development. This research provides an in-depth view of communication patterns and their influence on children's emotional development in the context of Javanese culture. It is hoped that the implications of these findings will help families strengthen positive relationships and support children's emotional well-being in a rich and diverse cultural context. By understanding more deeply about communication patterns in Javanese families and their impact on children's emotional development, it is hoped that this research can provide practical guidance for families in strengthening positive relationships and supporting children's emotional well-being in the unique Javanese cultural context.

Destructive conflict within the marital relationship has been shown to negatively impact the family system. Exposure to destructive interparental conflict may be particularly detrimental to adolescent development. Destructive interparental conflict is associated with decreased quality of parent–adolescent communication. One potential explanatory mechanism for this relationship is adolescents’ emotional insecurity in the interparental relationship. Exposure to destructive interparental conflict may decrease adolescents’ sense of emotional security. Therefore, this study examined whether emotional insecurity security mediated the relationship between destructive interparental conflict and parent–adolescent communication, based on a longitudinal study on family communication ( N = 225). Path analysis revealed that the relationship between destructive interparental conflict and father–adolescent communication, as well as mother–adolescent communication, was mediated by emotional insecurity. The results provide insight into the consequences that destructive interparental conflict may have for aspects of the parent–adolescent relationship, as well as practical implications for the development of future intervention programs.